7.
Baseline survey – digital scholarship• Staff expertise currently limited• Almost 90% of respondents describing staff expertise as beingcompetent/novice• Staff development is seen as an essential by over 70% of respondents.• Roles are in the process of being defined• Recognition of importance of developing expertise• Challenge is defining priorities and focussing on those areas of digitalscholarship most relevant to individual institutions.Staff expertise Importance of staff developing expertise in this area

9.
Teaching, research, technicalskills and know-how• “skills and expert knowledge are core skills forthe Library staff running individual sessionsand also necessary for those planning andputting into place the combined programme”• “We will need to update our skills on a moresustainable basis in future”.

10.
Acquiringskills and know-how• “good oral written and oral communicationsskills, plus flexibility”• “Many of the tutors have completed a PGCertin teaching in HE”• “Knowledge of Information Literacy Skillspedagogy”• “It is obvious, but essential, that there be anunderstanding of the research experience”

12.
Librarian skills• “expertise in the practice of literaturessearching and evaluation and expert knowledgeof subject resources and databases”• “Background knowledge, technical knowledge(bibliometrics etc).”• “Understanding of the width of the informationlandscape and the research life cycle.”

14.
Researcher skills• “Understanding of the research experience”• “A thorough knowledge of the principles ofresearch data management”• “Understanding of researchers’ needs & theresearch process”• “Understanding of the width of the informationlandscape and the research life cycle.”• “Understanding of research and understanding ofeffective online resource design.”• “Understanding of postgraduate research “

16.
University skills• “Contextual understanding of university and HE“• “Specific needs of academic and staff, compared withthose of students; e.g. time frame of research,specificity of subject areas, time pressures; wide varietyof experiences and depth of knowledge of topics andinformation resources.”• “Understanding of the specific needs of PGR students,compared with those of UG/PG students”• “Ability to liaise effectively with faculty and SkillsOfficers to promote the programme”

17.
Life / office skills and attributes• “Keeping up to date”• “Excellent organisational skills,”• “Respect for the others’ role and expertise “• “Able to manage time & be flexible when supportingparticipants”• “Collaborative approach in designing/promoting thecourse“• “Reflective when re-designing different iterations of thecourse”• “clerical skills for analyzing feedback forms, timetablingetc.”• “Ability to produce clear instructional materials”

34.
DiscussionIn groups, discuss one of these questions (10 mins):• What digital scholarship skills and competencies doinformation professionals in my institution have already?• What steps are currently in place to help develop theseskills?• What steps could we take to develop these skills further?• What are the likely problems in taking these steps?Summarise your discussion on post-it notesEach group report back to the workshop, comments added toslides after the session

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• The following slides were generated from theworkshop discussion and include verbatimcontributions from the participants’ insights

38.
What steps could we take to developthese skills further?• Promote the skills more to library staff• ‘Time to learn’ (PD hour)• Incentivise the library staff• Partner with someone with skills already• Partner with a researcher• Exchange of experience / case studies / OERs to promotebest practice• Increase staff capacity in this area• Ensure institution promotes recognise value of the skills,helps secure resources for these additional services• Give up some of our existing offer to release staff time

39.
What are the likely problems in takingthese steps?• Pace of change• Unrealistic views as to current competences /what we need to learn• Encroaching on others areas leads to resistance• Putting training and development into practice• Conservatism / late adopters• Concept of fuzzy professional boundaries• Lack of understanding in terminology• Resources and time for staff development• Making it fit user needs

40.
Summary• Need for library and information professionals todevelop their digital scholarship skills• Recognised by established frameworks andsupported by our research• Importance of teaching, research and technicalskills in developing IL and DS resources• Multiple staff development resources availablevia JISC DDL projects and associations